Science and Social Studies

2. Science and Social Studies Science and Social Studies part of the 6th grade stem project Addressing the Science and Technology portion of S.T.E.M https://www.youtube.com/watch?v=bc3IDc0zZ7k http://www.savethechimps.org/chimp-facts Topic: Should an endangered species be kept in captivity? Subject: Science Standards: 6Sa.3: Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. Objective: Students will be to identify the characteristics of different species within the primate family through creating a Dichotomous tree using https://bubbl.us/; http://www.gliffy.com/ Students will create a manual blue print using the correct dimensions for a scaled model drawing. Then students will create a CAD(computer aided drafting) drawing. http://www.homestyler.com/designer; www.floorplanner.com www.smallblueprinter.com;

3. Science and Social Studies Science and Social Studies part of the 6th grade stem project Addressing the Science and Technology portion of S.T.E.M http://a-z-animals.com/search/ Topic: Should an endangered species be kept in captivity? Subject: Social studies Standards: 6SS1.b: Compare and contrast the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. Objective: Students will be able to identify how Human communities in specific geographical locations and population adversely affects the survival of Chimpanzees

4. 6th Grade Thematic Unit Project • Math • February 24- March 14, 2014 • Problem: Should Endanger Species be kept in Captivity? • Project Objective: To critically analyze problem solutions in real-world situations. • Math: Chimp Habitat (scale drawing, ratios, 2D/ 3D shapes and coordinate planes) • Math Standards • Strand: M1 Numbers and Operations • Standard 6.M.13: Interpret and use ratios to show relative sizes of two quantities, using accurate notations, e.g., a/b, a to b, a:b • Strand: M3 Geometry • Standard 6.M. 3b: Identify and plot points on a coordinate plane in all quadrants. • Standard 6.M.3b: Recognize, explain, and perform up to two transformations on two-dimensional shapes. • Standard 6.M.3e: Draw and identify two-dimensional geometric figures with specific side length or angle measure. • Strand: M4 Measurement • Standard 6.M.4a: Explain the relationship between area and perimeter of a rectangle when one attribute is changed and the other remains constant. • Standard 6.M.4b: Select and use units of measurement to a given precision. • Strand: 5M Data Analysis and Probability • Standard 6.M.5a: Read and use graphical representations to make predictions and/or draw conclusions. • Standard 6.M. 5b: Formulate questions, design a study, and evaluate the data to reach a conclusion about characteristics shared by two populations or different characteristics that exist within a population. • Objectives • Students will demonstrate their understanding of Ratios and proportions, as a method to solve problems. • Students will apply geometric pictures, grids and scale drawing to solve problems with ratios and proportions. • Students will design and create a chimpanzee habitat that exposes a solution to helping chimps not be an endanger spices. Math

5. ELA The Chimps I Love 6th grade Thematic Unit- ELA Component Problem: Should endangered species be held in captivity? ELA Standards: 6E1b.1: Identify the structural features of popular media (such as newspapers, magazines, online information) and use the features to obtain information. Example: Do a keyword search on the Internet to find information for a research report. Use the section headers for a newspaper to locate information for a report on current world events. 6E1b.2: Analyze text that uses a compare-and-contrast organizational pattern. Example: Read a section in an English textbook that describes thedifference between similes and metaphors. Evaluate how well theorganization of the text serves the reader’s comprehension. 6E1b.3: Connect and clarify main ideas by identifying their relationships to multiplesources and related topics.Example: Read about another culture in a magazine such as Cricket orNational Geographic then compare what was learned to descriptions ofother peoples and cultures in other reading sources. 6E1b.4: Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. Examples: 1. Take notes while reading to create an outline or graphic organizer, such as a concept map, flow chart, or diagram, of the main ideas and supporting details from what is read. 2. Read an informational book and summarize the main ideas. 6E1b.6: Determine the appropriateness of the evidence presented for an author’sconclusions and evaluate whether the author adequately supportsinferences.Example: In reading, such books as Amelia Earhart: Courage in the Sky by Mona Kerby or Charles Lindberg and The Spirit of St. Louis byZachary Kent, note the author’s opinions and conclusions. Decide if theyare adequately supported by the facts that the author presents. 6E2a.1: Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 6E2a.5: Use grade-level-appropriate note-taking skills when completing research for writing. 6E2a.6: Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses to locate information. 6E2a.7: Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation. 6E2a.8: Review, evaluate, and revise grade-level-appropriate writing for meaning and clarity. 6E2a.9: Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

6. ELA • 6E2b.2: Write descriptions, explanations, compare and contrast papers, and problem and solution essays that state the thesis or purpose, explain the situation, organize the composition clearly and offer evidence to support arguments and conclusions. Example: Write successive drafts of a one or two page newspaper articleabout summer sports camps, including details to support the main topicand allow the reader to compare and contrast the different campsdescribed.6E2b.4: Write persuasive compositions that state a clear position on a proposition or proposal, support the position with organized relevant evidence and effective emotional appeals; and anticipate and address reader concerns and counter-arguments. Examples: 1. Write a persuasive essay on how the class should celebrate the endof the school year, including adequate reasons for why the classshould participate in the activity described. 2. Create an advertisement for a product to try to convince readers tobuy the product.6E2b.5: Use varied grade-level-appropriate word choices to make writing interesting. Example: Write stories, reports, and letters showing a variety of wordchoices (such as delicious instead of good, overcoat or parka instead ofcoat).6E2c.2: Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts.6E2c.6: Use grade-level-appropriate correct capitalization.6E3a.10: Identify persuasive and propaganda techniques such as the use of words or images that appeal to emotions or an unsupported premise, used in electronic media (such as television, radio, online sources) and identify false and misleading information. • ELA Objectives:SWBAT:Reading • Identify the author’s purpose of a selected text. • Summarize the author’s purpose and support with evidence from the text. • Analyze the author’s purpose of a selected text. • Writing • Review, evaluate, and revise grade level appropriate writing.Compose a persuasive blog/essay taking a stance on Chimpanzees in captivity.Critique the appropriateness of the evidence presented for an author’sconclusions.Evaluate whether the author adequately supportsinferences.

7. STEM components Science: Students will be to identify the characteristics of different species within the primate family through creating a Dichotomous tree using https://bubbl.us/; http://www.gliffy.com/ Technology: Chimp Habitat (scale drawing, ratios, 2D/ 3D shapes and coordinate planes) Students will create a manual blue print using the correct dimensions for a scaled model drawing. Then students will create a CAD(computer aided drafting) drawing. http://www.homestyler.com/designer; www.floorplanner.com www.smallblueprinter.com; Engineering: Students will build a 3D scale model based on their scaled blue prints Math: Students will scaled model blue print that will be turned into a CAD drawing for the purposes of building a 3D model

8. CAD (computer aid drafting) habitat design: 5 points Dichotomous tree: 5 points total number of points earned (out of 34): Student Name:______________________________